Sample Research Paper

TALTAL NATIONAL HIGH SCHOOL
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Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
English has been considered as the fastest-spreading language in human history over the
past several decades. It has come of age as the world’s lingua franca — the common language.
Currently, English is spoken by 1.75 billion people — that’s a quarter of the world’s population
(Tol, 2016). And this number is only set to grow. By 2020, the British Council forecasts that
two billion people will be speaking or learning English. The global status achieved by the
English language is attested by the fact that most English speakers is no longer represented by
so-called native speakers (NS), but by those who use it as a second or foreign language at both
national and international level (McKay, 2002). In fact, non-native speakers (NNS), or
bilingual/multilingual users of English (ibid), have been reported to outnumber monolingual
users (NS) by a 4:1 ratio (Crystal, 2012) and communication among bilingual/multilingual users
(NNS) represents 74% of global English use (Graddol, 2006). With the rapid spreading of the
English language, there is also an increased demand for English teachers, expectations for
qualifications and professional credentials. Along with this evolution came a shift in paradigms
and beliefs gathering momentum about the multiple theories, approaches, methods, and
methodologies that govern an expanding field like English Language Teaching (Al-Issa, 2016.)
According to Discoli 2016, the latest pedagogical trends in Language Teaching Education
demonstrated that language proficiency is the most basic requirement for the language teacher
and reported the wishes of non-native English teachers to improve their language competence.
Based upon data collected from 63 English Language Teaching (ELT) professionals
representing 23 nationalities, it was found that teachers are required to have strong knowledge
about the English language, teaching methods, and approaches and ways of developing
professionally. The purpose of setting language proficiency level is to promote effective
teaching and enhance the quality of education. Language proficiency levels provide an
objective reference against which teachers’ proficiency can be gauged to help them pursue
continuous professional development. Teachers are encouraged to strive for higher levels of
language proficiency for they cannot then teach what they do not know. Adolescents who are
entering the adult world in this age need literacy to feed their imaginations for them to be able
to create a world of the future. Due to the increased English language rapidly, the aptitude to
use English meaningfully is indeed needed for further studies, academic achievements, journeys
throughout the world as well as social and other professional education contacts of different
kinds (Hashemi, 2011).
Traditionally the ability to teach English through English has been understood as to a
large extent a language proficiency problem: once teachers have improved the level of their
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English (or their teaching language) they will be able to teach effectively in English (Richards
2017). Additionally, the multiple roles of teachers in the teaching process are also the key to
effective teaching. The school, being an educational organization is dependent upon teachers’
effectiveness of teaching. There is ample evidence that effective teachers are the most important
in-school contributors to student learning in classrooms (Glazerman, Loeb, Goldhaber, Staiger,
Raudenbusch, & Whitehurst, 2010; Harris, 2012; Hattie, 2009; MET Project, 2012b; Weisberg,
Sexton, Mulhern, & Keeling, 2009). Furthermore, effective teachers are essential for efficient
functioning of educational systems and for enhancing the quality of learning. Research supports
this notion that a good teacher and actions to be taken on his part in the classroom play a vital
role in provoking effective and efficient learning on the part of the students (Markley, 2004).
Moreover, the importance of teaching efficacy cannot be underestimated. Teachers also need a
high sense of efficacy to demonstrate more confidence in their teaching, exhibiting more
positive and less negative behaviors whole interacting with their students. In fact, it is almost
universally identified that teachers who are at a low level in English proficiency have a lack of
confidence in their English ability (Ghatage, 2009; Hoque, 2009). Students are more actively
engaged in learning, often exceed academic expectations, and achieve better performance if
their teachers are caring, hold high expectations and believe in their own abilities as teachers.
Teachers also have a fundamental role in their learners’ academic achievement and their
quality can highly influence student outcomes (Campbell, Kyriakides, Muijsc & Robinsona,
2004; Lasley II, Siedentop & Yinger, 2006; Rockoff, 2004). English language teachers are by
no means an exception and their key role in effective language learning cannot be overlooked.
Special attention must be paid to this link between teachers and learners in countries like Iran
where language learning happens mainly in formal classroom settings (Kariminia &
Salehizadeh, 2007), which also happens in the Philippines where teachers act as the main source
of language input to students, affect their learning directly. According to Mariñas & Ditapat
(2000), English is already part of the educational curricula in the primary, secondary, and even
tertiary levels, which in fact, should be an indicator that Filipinos are proficient in the language.
However, different aspects of the different English Language Teaching and training
programs around the world have been reported as failing to support student teachers’ learning
(Al-Darwish, 2006; Al-Issa, 2005; Al-Issa & Al-Bulushi, 2010; Coskun & Daloglu, 2010; Jones
& Jones, 2013; Kömür, 2010; Kourieos, 2012; Muthanna, 2011; Ochieng’ Ong’ondo & Borg,
2011; Al-Issa, & Al-Bulushi, 2010; Kourieos, 2012) regarding TEs’ lack of engagement in
academic professional development, which has negatively affected their pedagogical and
interpersonal competence and reflected badly on preparing effective and competent teachers
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with the necessary skills and knowledge to influence change. And since English language
education increased rapidly, English language teachers in the Philippines are expected to be
proactive in continuously developing their English proficiency to be more effective in their
teaching. We need to address the gap in qualified English teachers and the issues around
ensuring the quality of English language learners. Dr. Rosario Alonzo, Dean of the University
of the Philippines College of Education, says that the College ensures this by emphasizing to its
students that English is a skill to be used for communication. Similarly, education students
focus on learner-centered teaching and are taught to ask learners to do meaningful tasks using
English. The future teachers should ensure that English is a means of communication, rather
than a set of facts to be learned (Alonzo, 2015). In the same way, the Department of Education
focuses on the needs of learners and ensures that they learn the English language holistically, as
specified under the K to 12 basic education framework.
Statement of the Problem
The study was conducted to determine the relationship of Zone 2 Secondary English
teachers’ English proficiency and their teaching effectiveness.
Specifically, it sought to answer the following questions:
1) What is the profile of teachers in terms of age, gender, civil status, years of teaching
experience, teaching position and educational attainment?
2) What is the level of English proficiency of Zone 2 Secondary English teachers?
3) What is the level of the teaching effectiveness of Zone 2 Secondary English teachers?
4) Is there a significant relationship between the teachers’ English proficiency and

teaching effectiveness?
5) How may the findings of this study be helpful in the improvement of English
Proficiency and teaching effectiveness among English teachers?
Hypothesis
There is no significant correlation between teachers’ Englishproficiency and teaching

effectiveness.
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Scope and Delimitation
The study aimed to determine the English proficiency of English secondary teachers as it
correlates to teacher effectiveness at Secondary Public Schools of Zone 2 in the province of
Zambales during the school year 2018-2019.
Significance of the Study
The findings of the aforementioned study on the respondents’ English proficiency would
create a reservoir of information that can be used as a tangible reference for more meaningful
educational services. Much of the research data may be useful in the solution of problems
related to English language learning as well as teaching.
Some target beneficiaries and expected users of this study’s outputs are indicated
hereunder.
Language Teachers - this study will serve as a guide for a more effective teaching of English
grammar in the middle school. They can use the essential information here as basis of
adjustments in terms of teaching methodologies, classroom management as well as discipline
according to the nature and need of the learners they have at hand.
Students –From the findings, the students will benefit if their teachers can focus more on areas
of teaching competence that needs improvements and will provide them with a higher quality of
education. Students will have a lighter ease in acquiring information from added equipment that
will be provided by the school, resulting to a maximum learning opportunity and higher
academic performance.
Administrators –The findings of this study may provide administrators with vital information on
the needs concerning classrooms, teachers and students in order to improve the teaching
effectivity of teachers, the learning of students and the effectiveness of the schools, thus making
them better supervisors and colleagues for teachers.
Researchers -The finding of this may add insights to other researchers who desire to explore the
English proficiency and teaching efficacy to teaching effectiveness. This may also serve as a
reference for further study.
Theoretical Framework
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The most desire of a teacher is to become efficacious. He wants that his students will
perform best and can achieve positive performance. When a teacher decides to regularly plan
and determine to give what is due to his students, it will happen. Albert Bandura’s theory of
self-efficacy has important implications with regard to motivation. A strong sense of efficacy
enhances human accomplishment and personal well-being in many ways. People with high
assurance in their capabilities approach difficult tasks as challenges to be mastered rather than
as threats to be avoided. Such an efficacious outlook fosters intrinsic interest and deep
engrossment in activities. They set themselves challenging goals and maintain strong
commitment to them. They heighten and sustain their efforts in the face of failure. They quickly
recover their sense of efficacy after failures or setbacks. They attribute failure to insufficient
effort or deficient knowledge and skills which are acquirable. Teachers have a primary role in
determining what is needed or what would work best with their students. Teachers’ belief about
their own effectiveness, known as teacher efficacy, underlies many important instructional
decisions which ultimately shape students’ educational experiences. Teacher’s efficacy towards
English proficiency is believed to be strongly linked in teaching proficient English, teaching
practices and student learning outcomes. Self-efficacy theory deserves special attention because
it explains the important role that confidence plays in a person’s language learning. According
to Bandura’s self-efficacy theory, teachers’ beliefs in their instructional efficacy towards
fluency in language influence the kind of learning environment they create organize learning.
Teachers with a high sense of teaching efficacy towards English proficiency believe that
difficult students can be teachable if the teacher puts extra effort. Conversely, teachers with a
low sense of teaching efficacy towards English proficiency believe that there is little they can
do to teach unmotivated students because students because students’ success depends on the
external environment. Bandura (1997) pointed out that teacher who believe strongly in their
ability to promote learning create mastery experiences for their students, but those beset by self-
doubts about their instructional efficacy construct classroom environments that are likely to
undermine students’ judgments of their abilities and their cognitive development. The teacher
must set goals to achieve efficacy while teaching pupils daily, and that he must have lesson
plans to earn this. Teacher efficacy examines the factors that contribute to the confidence
teachers have to successfully achieve their goals related to classroom instruction, reflective
teaching, classroom management, engaging students, motivating students and other
stakeholders in the educational process, as well as other related areas that contribute to the
growing understanding of what makes teachers efficacious. Julian Rotter (1997) in his Social
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Learning Theory suggested that the expected effect or outcome of the behavior as applied to
students has an impact on motivation by teachers to engage in that behavior. People wish to
avoid negative consequences, while desiring positive results or effects. If one (a teacher)
expects a positive outcome from a behavior (of a student) , or thinks there is a high probability
of a positive outcome, then they (the students) will be more likely to engage in the behavior
(engaged in learning in the classroom). This behavior is reinforced, with positive outcomes
leading a person to repeat the behavior. This social learning theory suggests that behavior is
influenced by social context or environmental factors, and not psychological factors alone.
Conceptual Framework
This paper, accordingly, furthers our understanding on the relationship between the
characteristics of an effective English language teacher and his or her English Proficiency.
INPUT PROCESS OUTPUT
-Profile of
Secondary A. Gathering of Data -Improved
English Teachers - Questionnaires English Proficiency and
-Level of Teachers’ –Observation Teaching
English B. Analysis Effectiveness
Proficiency Of Data
-Level of -Percentage
Teaching
Effectiveness
Figure 1. Paradigm of the Research Process

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Definition of Terms
The following are the terms used in the study with their operational meanings:
Correlation - is simply defined as a relationship between two variables. The whole purpose
of using correlations in research is to figure out which variables are connected.
English Language Proficiency -The ability to use an English language accurately and
correctly through speaking, reading, listening and writing.
English Language Teaching - is based on the idea that the goal of language acquisition is
communicative competence. It adopts concepts, techniques and methods in classroom for
recognizing and managing the communicative needs of the language learners.
Teaching Effectiveness. These are the intended effects by a teacher on student performance
and behavior in the classroom
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
English Proficiency and Effective Teaching
Language proficiency and teaching effectiveness are not the same thing. And the most
desire of an English teacher is to become proficient in the language as well as to become
effective teacher. “Effective teaching” is a teaching form that is not less than the average level
of teaching under the premise of conforming to the positive value of the times and individual
(Jiang and Chen, 2016). In recent years, “effective teaching” theory is very extensive in the
application of higher education. Among them, the development and progress of students,
teaching income, reflective teaching, innovative thinking are important indicators to measure
the “effective teaching” theory application in the higher education. The so-called “effective”
mainly refers to the specific progress or development of the students after a period of teaching
from teacher. If the teaching is not effective, it does not mean that if teachers have finished
teaching content or teach seriously, but that if students have learned well (Wang and Zhao,
2016; Cobbinah and Bayaga, 2017). Therefore, whether students have progress or development
is the most important indicator to measure the effective teaching (John et al., 2017; Singh-Pillay
and Sotsaka, 2017; Lawson et al., 2017).
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In western higher education, they emphasize teaching to achieve the desired teaching
objectives, and using the effectiveness to evaluate the effectiveness of teaching. Medley defines
effective teaching as a teacher in teaching activities that can motivate students to learn and
improve to achieve the teaching goals (Fang and Cai, 2016; Yi et al., 2017). Balloentyne, Bain
and Packer thought that effective teaching is successful to achieve the students are willing to
learn and can do what they cannot do before teaching. Borich thought that effective teaching is
the teacher’s careful arrangement of five key teaching behaviors and five ancillary teaching
behaviors, which were combined into meaningful rhythms and patterns to achieve teaching
goals in the classroom. Schonwetter, Clifton and Raymond define effective teaching for
teachers’ behavior which can promote the students’ academic achievement (Miao et al., 2014;
Stoehr et al., 2017). This view is based on the development of students to define the effective
teaching, that effective teaching can effectively achieve all aspects of student development, and
promote the improvement of students’ academic achievement. Koppi, Lublin and Chaloupka
believe that effective teaching is to guide students to actively participate in the teaching of
intellectual learning; effective teaching and learning can stimulate students’ desire to learn, to
promote students to actively grasp the knowledge, team work and problem-solving skills, and
improve critical thinking ability and the establishment of lifelong learning attitude of teaching
and learning (Li, 2011; Goren and Yemini, 2017). The above analysis can be considered that the
“effective teaching” theory in the role of Western higher education is to help students better
improve their learning ability, so as to build a more active learning atmosphere (Gregorius,
2017; Blonder and Sakhnini, 2017; LaChausse, 2017). In China, the application of “effective
teaching” theory in higher education generally can be summarized as follows: ① effective
teaching research in teaching theory and practice of research in the field of response is growing
which plays a universal teaching of “New thinking” and leads to the further curriculum reform
of higher education; ② the research and questioning on the meaning and characteristics of
effective teaching has never stopped, so far there are still many scholars with enthusiasm to
explore, which showed that the academic community has not reached consensus in this regard.
③ Research on the characteristics of teachers and teaching behavior is the focus of effective
teaching research. The research results have already begun to influence the research and
practice of teachers’ professional development and teacher training mode. ④ the research
results on effective teaching strategies is large, and the effective teaching is becoming
increasingly popular, which have widely affected the school teaching (Sun et al., 2010; Nwagu
et al., 2017).
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Many scholars concerned with education consider teacher effectiveness as a subject of

prime importance In 1957, secondary-school principals in New York were asked to nominate
effective teachers of academic subjects. The most frequently mentioned qualities were: subject-
matter mastery, motivation, dedication, co-operation, sense of humour, creativity, efficiency,
control, discipline, standards, promptness with reports, methods and generosity with personal
time for students (Calabria, 1960). Effectiveness in teaching was reported to be directly related
to mastery of subject matter in the selected teaching field. In addition, a long apprenticeship of
teaching in one's academic field was thought to be a necessary pre-requisite for effectiveness.
Feldman (1976) analyzed seventy-two studies on characteristics reported by college
students as associated with ideal teachers and as important for effective teaching. Across this
large body of research, he found the following characteristics to be consistently associated with
superior college teachers or teaching: stimulating interest of the learners; being clear and
understandable; being knowledgeable in subject matter; being prepared and organized for the
course and being enthusiastic about the subject matter and teaching. Friendliness, helpfulness,
and openness to others' opinions were traits that students said they preferred in teachers
especially when they freely described their ideal or best teacher.
In a later study, Feldman (1988) reviewed thirty-one other studies in each of which
students and faculty had specified the instructional characteristics they considered particularly
important to good teaching and effective instruction. Students placed more importance than
faculty on teachers being interesting, having good elocutionary skills, and being available and
helpful. They also emphasized the outcomes of instruction more than faculty did. Faculty
placed more importance than did students on teachers being intellectually challenging,
motivating students and setting high standards for them, and encouraging self-initiated learning.
Some clues can be gleaned from previous research about the qualities of a good and
effective language teacher. Pettis (1997) identified three main characteristics for a
professionally competent teacher. According to her, an effective teacher must firstly be
principled and knowledgeable in addition to being skillful. Secondly, professional needs and
interests of an effective language teacher must change over time and develop during his/her
teaching. Thirdly, a teacher must be personally committed to his/her professional development.
To understand what it means to be a foreign language teacher and in what sense they are
different from other teachers, Borg (2006) examined the definitions of over 200 practicing and
prospective English language teachers from a variety of contexts about the distinction between
language teachers and those of other fields. His analysis also included the opinions of
mathematics, history, science and chemistry teachers on the extent to which characteristics
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claimed to be distinctive of language teachers applied to their own subjects. His participants
believed that subject matter and the medium were the same in language teaching and that there
was no clear distinction between them as in other subjects. Moreover, language teachers
inducted learners into ways of thinking and being which reflect those of the target culture. In
terms of content, language teaching was regarded to be more complex and varied than other
subjects. In terms of methodology, in the afore-mentioned study, the methods, the activities and
the material used by or available to English language teachers were reported to be different
from those in the other subjects. It was also found that English language teaching methodology
was more progressive than that of other subjects, and consequently, English language teachers
needed to be more up-to-date to cope with advanced and progressive nature of language
teaching methodology. English language teachers were also supposed to have closer, more
relaxed, and generally more positive relationships with learners in comparison to other teachers.
One further source of distinction between English language teachers and teachers of other fields
was that the former’s language proficiency and command of the language was usually
compared to that of native speakers of the target language (Borg, 2006). However, it is not
clearly stated if this final point is a merit or a demerit for language teachers.
Effective language teachers have been described in the literature as having not only a
profound competence in the target language but a set of personal qualities like sensitivity,
warmth and tolerance (Vadillio, 1999). In an investigation of the characteristics of good
language teachers, Brosh (1996) found the desirable characteristics of an effective language
teacher to be: having knowledge and command of the target language; being able to organize,
explain, and clarify, as well as to arouse and sustain interest and motivation among students;
being fair to students by showing neither favoritism nor prejudice; and being available to
students. Both language teachers and learners counted command of the target language and
teaching comprehensibility as the most important characteristics to be possessed by an effective
foreign language teacher. Moreover, the teachers gave more weight to items related to
developing motivation and research orientation, whereas the students counted items relating to
treating students fairly and making lessons interesting more important as compared with the
teachers’ ideas on these very issues.
Lastly, Park and Lee (2006) investigated the characteristics of effective English teachers
as perceived by teachers and students in high schools in Korea, with a self-report questionnaire
consisting of three categories: English proficiency, pedagogical knowledge, and socio-affective
skills. Their findings indicated that on the whole the teacher’s perceptions of characteristics
important for an English language teacher to possess differed significantly from those of the
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students in all three categories, with the teachers ranking English proficiency the highest and
the students ranking pedagogical knowledge the first.
Although most of the research conducted on the qualities of a good teacher (a small
sample of which was reported above) has mainly focused on teachers' perceptions only and
although there has been little work of comparative nature where the views of both teachers and
learners have been compared, knowing about what other stake-holders (including learners,
parents and authorities) expect from teachers will greatly contribute to effective fulfillment of
teachers' duties. No doubt, learners are the most important individuals for teachers to cater for
(since without learners, there will be no teachers), and understanding their expectations as who
a good teacher is will of course help teachers to rethink the techniques they use for teaching,
especially if learners' views show teachers that each learner is a unique person with his/her
unique likes, dislikes, preferences and learning styles. As such, the ideas and opinions of
learners will help teachers to better live up to the expectations of the most important stake-
holders in a teaching-learning process (Sadeghi and Babai, 2009).
Chapter 3
RESEARCH METHODOLOGY
This chapter provides a presentation and description of the research methodology,

respondents of the study, construction and validation of the instruments and data gathering.
Research Method/ Design

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This chapter presents the overall design and methodology used in the conduct of this
study. This includes research methods, research design, locale, respondents of the study,
sampling technique, instrumentation, and procedure of investigation, and the statistical tools
used.
The independent variable which is the profile of secondary English teachers including
their English Proficiency Test Score and the following dimensions, namely: pedagogical
knowledge, instructional strategies, classroom management, and socio-affective skills. These
are dimensions in which teaching effectiveness is based on. ………
The dependent variable, which is the relationship between the effectiveness of the
English teachers and the level of their English proficiency, will be the bases of the output of the
respondents.
The moderator is this researcher who will measure, analyze, interpret, and make
conclusions about the English proficiency of secondary teachers Zone 2 in the Province of
Zambales.
Research Design
This study used descriptive - correlational method in order to determine the correlation of
English proficiency and teaching effectiveness of Zone 2 Secondary English Teachers.
Descriptive method was used to describe the general effective teaching level of secondary
teachers and proficiency level.
Correlational method was used to determine the relationship between teaching
effectiveness level and proficiency level of secondary English teachers.
Respondents of the Study

The respondents of the study were the sixty-one Junior High School English teachers at
the select Public Schools in Zone 2, Division of Zambales.
Research Locale
The study was conducted at selected public secondary schools in Zone 2 in the province
of Zambales during the School Year 2018-2019. Zone 2 comprises of Palauig, Iba and Botolan.
This zone has 15 public secondary schools. Approximately 9711 learners are enrolled and about
389 teachers are employed in the zone in the current school year.
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Figure1. Map Showing the Location of the Research Locale
Instrument
The questionnaire was the instrument used in gathering data in this study. The researcher
constructed it after she had available materials related to the topic.
The questionnaire for teacher respondents is consisted of two parts. The first part dealt
with the respondents’ profile in terms of age, gender, civil status, academic rank, years of
teaching, educational attainment and English Proficiency Rating.
The English Proficiency Rating of the teachers were taken from the Communication
Skills Criterion in the Registry of Qualified Applicants. Teachers are given points here based on
the result of their English proficiency test (EPT), wherein the total percentage score obtained by
an applicant shall be multiplied by the weight of fifteen (15) points. The EPT was administered
to them when they applied for teaching position and it was conducted by the National Education
Testing and Research Center (NETRC) in coordination with the Department of Education.
The second part was the Teacher Effectiveness Questionnaire Checklist. It was used to
determine the level of the teaching effectiveness along with pedagogical knowledge,
instructional strategies classroom management, and socio-affective skills. This questionnaire is
based on the self-report questionnaire which was developed by Park and Lee (2006) which is
used in their study; Classroom Management Self- Assessment from Center on Education and
Lifelong Learning; and the domains found on the Results-Based Performance Management
System (RPMS) which was developed through Philippine National Research Center for Teacher
Quality.
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Validation of Instrument
The three expert faculty members will validate the questionnaire. Their corrections and
suggestions will be incorporated in the draft for the next stage of validation. Sixty-one English
teachers were asked to answer the questionnaire. Data collected will be treated with care and
high degree of professionalism and confidentiality to ensure the validity of the results.
Data Gathering Procedure

The researcher sought permission from the Schools Division Superintendent and School
Principals of Zone 2 secondary public schools to authorize the distribution of questionnaires to
the respondents.
The data collected were tabulated and analyzed. They were further correlated to identify
the relationship of the variables.
Treatment of Data
The data gathered were statistically treated using the Statistical Package for the Social
Sciences (SPSS).
The statistics (frequency and mean) were used to answer the problems in this study. Also,
correlation measures were utilized to determine the relationship between and among variables.
In interpreting the computed means for the level of teaching effectiveness, the following
range of intervals was used:
Table 1. Range of Scale Interpretation
Scale Numerical Descriptive Code
Value Value Value
5 4.20 - 5.00 High H
4 3.40 - 4.19 Above Average AA
3 2.60 – 3.39 Average A
2 1.80 – 2.59 Below Average BA
1 1.0 – 1.79 Low L
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CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter contains the presentation, analysis and interpretation of the data collected.
These are presented in tables following the sequence of the specific research problem regarding
the relationship between English Proficiency and Teaching Effectiveness.
1. Profile of the Respondents

Characteristics of respondents have very significant role to play in expressing and giving
the responses about the problem, keeping this in mind, in this study a set of personal
characteristics namely, age, gender, civil status, educaional attainment, teaching position and
years of teaching experience of the 61 respondents have been examined and presented in this
section.
1.1 Age
It is evident from Table 2 that the average respondents are about 34 years of age. The
highest number of respondents occupies the age bracket of 26-30, which is 15 (24.59 %),
followed closely by the age bracket of 20 – 25 . which is 14 (22.95%). This means that there is
a growing number of younger English teachers in Zone 2, Division of Zambales. There are 12
(19.67%) who occupy the age bracket of 31 – 35; 4 (6.56%) for 36 – 40 years old; 5 (8.20%) are
aged 41 – 45; another 5 (8.20 %) for 46 – 50; 4(6.56%) attained 51 – 55 years of their age and;
another 4 (6.56%) are above 56 years old.
Table 2
Frequency and Percentage Distribution of Respondents According to Age
AGE f %
20-25 14 22.95
26-30 15 24.59
31-35 12 19.67
36-40 4 6.56
41-45 5 8.20
46-50 5 8.20
51-55 4 6.56
56 & above 4 6.56
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TOTAL 63 100
MEAN 34.39
1.2 Gender
As can be observed from Table 3, majority or 73.77 percent of the respondents are female
while minority or 26.23 percent of the respondents are male. This findings supports the report
from the World Bank in 2016 that female teachers comprise the majority (87.63 %) in
Philippine education.
Table 3
Frequency and Percentage Distribution of Respondents According to Gender
GENDER f %
Male 16 26.23
Female 45 73.77
TOTAL 61 100
1.3 Civil Status

The data collected shows that a large number of the respondents which is 39 (63.93 %) were
married and the remaining 21 (34.43 %) were unmarried, where as only 1 (1.64 %) of the
respondents was found to be separated or annulled. Since the average respondents were from
early adulthood age group, this is the age at which, normally, a person gets marry and starts
working full-time.
Table 4
Frequency and Percentage Distribution of Respondents According to Civil Status
CIVIL STATUS f %
Single 21 34.43
Married 39 63.93
Separated/Annulled 1 1.64
TOTAL 61 100
1.4 Educational Attainment

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Table 5 shows that respondents had varied qualifications ranging from a bachelor’s degree
to a doctoral degree. Almost half of the English teachers (45.90 %) were still in the process of
earning or completing their degree in Master of Arts in Education (MAED) and Master of Arts
in Language Teaching (MALT) and 6.56 percent have completed their MAED and MALT
degree. 27.87 percent of the respondents have undergraduate degree in education while 11. 48
percent obtain bachelor’s degree and continuing professional education units. Only 4.92 percent
of the respondents had units in their degree in Doctor of Education (Ed.D.) or Doctor of
Philosophy (Ph.D.) and only 3. 38 percent had obtained Ed.D. or Ph.D. degree.
A similar study conducted in the Division of Ilocos Norte, shows that teachers who have
high educational attainment tend to have higher level of teaching effectiveness. The positive
correlation implies that teachers who are equipped with knowledge from their education and
experience have more interest to use these activities in the classroom.
Thus, teachers are encouraged to pursue higher education to be equipped with skills
necessary for the improvement of their teaching effectiveness.
Table 5
Frequency and Percentage Distribution of Respondents According to Educational
Attainment
Educational Attainment f %
BSE/BSED 17 27.87
BS w/ CPE units 7 11.48
w/ MAED/MALT units 28 45.90
MAED/MALT GRADUATE 4 6.56
w/ Ed.D./Ph.D units 3 4.92
Ed.D./Ph.D Graduate 2 3.28
TOTAL 61 100
1.5 Teaching Position
In terms of teaching position, Teacher II got the highest frequency of 31 with a percentage
of 50.82 while Teacher I has the frequency of 27 and a percentage of 44.26 percent. According
to Results-Based Performance Management System (RPMS) Manual for Teachers and School
MASINLOC, ZAMBALES
18
Heads, generally, teachers at this level are expected to be proficient in their practice and
professionally independent in the application of skills vital to the teaching and learning process.
Only 3 (4.92 %) are Master Teacher II. These teachers are expected to be at the Highly
Proficient career stage, which means that they consistently display a high level of performance
in their teaching practice (RPMS Manual for Teachers and School Heads).
Table 6
Frequency and Percentage Distribution of Respondents According to Teaching Position
TEACHING POSITION Frequency Percentage
TI 27 44.26
TII 31 50.82
MTI 3 4.92
TOTAL 61 100
1.6 Length of Service
As can be observed from Table 7, the length of service of the respondents was estimated to
range from a low of 1-3 years to a high of more than 16 years. Of 61 respondents, 28 (45.90%)
had only been with the teaching profession for a maximum of three years, with a frequency of
28 and a percentage 45.90. There are 15 (24.59%) who have four to six years of teaching
experience. Empirical studies on the nature of expertise have revealed that teaching expertise is
developed over time and that it takes about five to seven years for new teachers to learn the
knowledge and skills to a sufficient degree where they can have an impact on student outcomes
(e.g. Berliner, 2004). It has been proposed that learning to teach is more complex and different
from other forms of learning, because the learning growth of student teachers goes beyond
simply assimilating new academic knowledge; it must also incorporate the new knowledge
derived from experiential and practical experiences in the classroom (Calderhead, 1991). This
is consistent with the view of teaching as a clinical practice profession as proposed by Alter and
Coggshall (2009).
MASINLOC, ZAMBALES
19
Table 7 also shows that there are 8 (13.11 %) who have seven to fifteen year tenure as
educator and there are 10 (16.39%) who had already gain more than sixteen years of teaching
experience. Research shows that, on average, teachers with more than 20 years of experience
are more effective than teachers with no experience, but are not much more effective than those
with 5 years of experience (Ladd 2008). Studies have also documented some evidence that
effectiveness declines after some point, particularly among high school teachers. In fact,
evidence suggests that the most experienced (greater than 25 years) high school mathematics
teachers may be less effective than their less experienced counterparts (Ladd 2008) and even
their inexperienced colleagues (Harris and Sass 2007). As teachers gain experience, their
students not only learn more, as measured by standardized tests, they are also more likely to do
better on other measures of success, such as school attendance (Kini and Podolsky 2016).
Table 7
Frequency and Percentage Distribution of Respondents According to Length of Service
YEARS OF TEACHING Frequency Percentage
1 to 3 28 45.90
4 to 6 15 24.59
7 to 9 4 6.56
10 to 12 3 4.92
13 to 15 1 1.64
16 & above 10 16.39
TOTAL 61 100
MEAN 6.23
2. Level of English Proficiency of English Teachers
The result of the English proficiency test of the teachers was taken from Registry of
Qualified Applicant in the Division of Zambales and later tabulated and analyzed to get the
level of English proficiency of the teachers. As shown in Table 8, more than half (60.66%) of
the total number of teachers got very satisfactory rating in the English proficiency test; 13
(21.31%) have satisfactory; 10 (16.39 %) have excellent rating; and only one (1.64%) of them
have fair level of English proficiency. This shows that the employed English teachers of public
Junior High Schools in Zone 2, division of Zambales possess a high level of proficiency in the
MASINLOC, ZAMBALES
20
language. The result indicates that though the percentage of the teachers with excellent and
very satisfactory level of English proficiency is high, there are still some teachers who got
satisfactory and fair score only. The present study found out that there is a need to improve the
English proficiency of the teachers.
Table 8
Teacher’s Level of English Proficiency
Range of Score Level f %

13 -15 Excellent 10 16.39
10 - 12 Very Satisfactory 37 60.66
7–9 Satisfactory 13 21.31
4–6 Fair 1 1.64
Total 61 100
3. Level of Teaching Effectiveness of English Teachers

3.1 Pedagogical Knowledge
Pedagogical knowledge is the specialized knowledge of teachers in creating and
facilitating effective teaching and learning environments for all students, independent of subject
matter (Guerriero, 2017). Based on a review of the literature reported in Berliner (2001, 2004),
expert teachers are characterized as having the following features: better use of knowledge and
extensive pedagogical content knowledge, including deep representations of subject matter
knowledge.
Hence, in this study the pedagogical knowledge is essential in determining teaching
effectiveness of the teacher. Table 9 suggests that respondents have high level of effectiveness
along pedagogical knowledge with a mean of 4.21. Specifically in terms of determining
instructional objectives, selecting suitable learning experience and instructional objectives and
selecting learning material relevant to learning experience and instructional objective, the
teachers are high as indicated by the computed means of 4.30, 4.26, and 4.28 respectively.
The collected data also illustrates that teachers have adequate language knowledge
particularly in linguistics, discourse, sociolinguistics, and strategy with a mean of 4.25. The
respondents are also knowledgeable about theories, principles of instructional design as well as
MASINLOC, ZAMBALES
21
in developing and arranging complete instructional design for either in class, field or laboratory
which is revealed through its mean of 4.20.
The respondents also have high level of knowledge about principles of assessment and
evaluation, in determining aspects of instructional process and learning outcome to be assessed
and evaluated and developing instrument to assess and evaluate instructional process and
learning outcome with computed mean of 4.20, 4.20 and 4.21 respectively. While in terms of
administering continuous assessment of instructional process and learning outcome and using
information of assessment and evaluation result to design remedial and enrichment program, the
teacher respondents have above average level. They also have above average level in applying
knowledge of content within and across curriculum teaching areas.
Teaching is a complex and cognitively-demanding activity and that improving teaching so
as to improve learning outcomes will require more than just superficial reforms to certification
requirements, qualifications or program durations. According to Sharyn O’neill, General
Director of Department of Education and Training in Western Australia, effective teachers have
a thorough knowledge of their subject content and skills. Through this, they inspire in their
students a love of learning. They also understand how students best learn concepts, content and
skills. They use their knowledge of learning processes to determine which will be most
effective to help the particular students in their classes learn successfully. But becoming an
effective teacher takes time and requires years of deliberate practice. The research shows that
expert teachers are effective at helping their students learn successfully because of quick
decision-making that hinges on a well-developed foundational pedagogical knowledge base.
Improving teaching so as to have a corresponding improvement in learning outcomes will thus
require substantive reforms to the scope and depth of the knowledge that teachers are meant to
acquire in initial teacher education and throughout their professional careers.
Table 9
Level of Teaching Effectiveness of English Teachers Along Pedagogical Knowledge
STATEMENT X DR
I understand principles of curriculum development. 4.20 H
I determine instructional objectives. 4.30 H
I select suitable learning experience and instructional
H
objective. 4.26
I select learning material relevant to learning experience
H
and instructional objective. 4.28
MASINLOC, ZAMBALES
22
I have adequate language knowledge (linguistics,

H
discourse, sociolinguistics, and strategy). 4.25
I understand various instructional learning theories. 4.20 H
I understand principles of instructional design. 4.20 H
I develop components of instructional design. 4.20 H
I arrange complete instructional design for either in class,
H
laboratory, or field. 4.20
I understand principles of assessment and evaluation of
H
instructional process and learning outcomes. 4.20
I determine aspects of instructional process and learning
H
outcome to be assessed and evaluated. 4.20
I develop instrument to assess and evaluate instructional
H
process and learning outcome. 4.21
I administer continuous assessment of instructional process
AA
and learning outcome. 4.15
I use information of assessment and evaluation result to
AA
design remedial and enrichment program. 4.15
I apply knowledge of content within and across curriculum
AA
teaching areas. 4.18
OVERALL MEAN 4.21 H
3.2 Instructional Strategies
Effective teaching and effective learning takes place when a number of efficient and
effective teaching strategies are used (David 2001). It is very important that teachers have the
ability to facilitate learning with the use of varied instructional strategies to make learning
meaningful to students and prepare them for their future.
The present study shows that respondents have above average level of teaching
effectiveness along instructional strategy with a mean of 4.17. Table 10 also shows that
respondents have high level in terms of applying a range of teaching strategies, varied
engagement techniques, multiple engagement opportunities during teacher directed instruction
and a variety of instructional approaches and learning materials with a mean of 4.23. Of 61
respondents, 55 (90 .16%) said that they are prepared for lessons and activities such as materials
read, fluent presentation, clear directions, anchor activities
MASINLOC, ZAMBALES
23
Traditional teaching methods usually revolved around the teacher explaining a particular
topic and students taking down notes that would help them in their studies. It was centered on
more of a passive learning experience with minimal interaction between students and teachers.
While this kind of teaching may have been effective earlier, but today the students need
different methodologies to help them become independent and strategic learners. Instructional
Strategies are proven to benefit the students with their powerful features such as: involving
step-by-step learning process with a number of innovative approaches; supporting students
with guided and independent practice, modelling and handling real-life situations; giving
platform to students to display their skills, ideas and their existing knowledge on a particular
subject and; encouraging students to self-monitor and assess their learning (Richa, 2014).
As based on this features, more than one-half or 39 (63.93%) respondents agreed that
they use a step-by-step strategy instruction and 35 (57.38%) said that they teach using
modelling, guided practice and independent practice. Also, majority of the respondents have
high level of giving students opportunities to showcase their skills, ideas and existing
knowledge on a particular subject by displaying and transfer these from one situation to
another; by making meaningful connections between skills and ideas, and real-life situations
and training them to be independent as they show what they know. While the mean in
encouraging the students to self-monitor and self-correct is above average (4.15).
The data also demonstrates that the level of the respondents in terms of: providing access
to technology and using it to encourage higher-level thinking; communicating high expectations
to all students; apply tools for reflecting on and assessing own learning; delivering with clarity
and complexity and; having sufficient spoken, oral, receptive and productive communicative
competence, is above average with a computed mean of 4.16, 4.11, 4.11, 4.11 and 4.10
respectively.
There’s been a lot of research in this area and it has been found that students develop their
own system of understanding. It’s not only important to decide on ‘what to teach’ but we must also
give attention to ‘how to teach’. Instructional Strategies can explore the best suited environments in
which the students can enhance their self-learning abilities and become strategic learners.
Table 10
Level of Teaching Effectiveness of English Teachers Along Instructional Strategy
MASINLOC, ZAMBALES
24
STATEMENT X DR
I apply a range of teaching strategies to develop critical and
H
creative thinking, as well as other higher-order thinking skills. 4.23
I use varied engagement techniques and offer multiple
H
engagement opportunities during teacher directed instruction 4.23
I provide a variety of instructional approaches and learning
H
materials. 4.23
I am prepared for lessons/activities (materials readied, fluent
AA
presentation, clear directions, anchor activities). 4.18
I use a step-by-step strategy instruction. 4.21 H
I make use of appropriate support that includes modelling,
H
guided practice and independent practice. 4.21
I provide opportunities to transfer skills and ideas from one
H
situation to another. 4.21
I make meaningful connections between skills and ideas, and
AA
real-life situations. 4.16
I give students opportunities to be independent and show what
H
they know. 4.20
I encourage my students to self-monitor and self-correct. 4.15 AA
I provide access to technology and use it to encourage higher-
AA
level thinking. 4.16
I communicate high expectations to all students. 4.11 AA
I apply tools for reflecting on and assessing own learning. 4.11 AA
I deliver with clarity and complexity: Provide clear directions
and focus on conceptualization of knowledge rather than AA
isolated facts. 4.11
I have sufficient spoken and oral, receptive and productive
AA
communicative competence. 4.10
OVERALL MEAN 4.17 AA
MASINLOC, ZAMBALES
25
3.3 Classroom Management
As seen in Table 11, respondents have above average level of teaching effectiveness along
with classroom management with an overall mean of 4.07. Specifically, in terms of maximizing
positive interactions with students. Almost 75% of the respondents said that they establish, teach,
and positively stated classroom expectations by setting rules that are stated as “do’s” and are
aligned with the school-wide expectations and; they respond to rule violating behavior in a calm,
emotionally objective and business-like manner.
Majority of the respondents also have above average level in maximizing positive
interactions, particularly in maintaining a ratio of 4:1 positive interaction; positively interacting
with every student at least 2-3 times per hour on average; using more rewards and lesser
punishment in the classroom for achievement of desired aims and; acknowledgement and positive
reinforcement is use in correcting rule violations with a computed mean of 4.07, 4.07, 3.98 and
3.98 respectively.
The present study displays that respondents accept that teaching is a people profession
that demands a large amount of time being dedicated to personal interaction. Positive teacher-
student interaction has a very crucial role for effective teaching and learning to take place
(Arthur, Gordon, & Butterfield, 2003). There are many important factors including productive
Teaching and learning. Positive teacher-student interaction can be defined by shared acceptance,
understanding, affection, intimacy, trust, respect, care and cooperation (Krause, Bochner, &
Duchesne, 2006). The Teacher Student relationship depends on very large extent upon effort
from both parties although the teacher plays a key role and in fact, the responsibility, to initiate
positive interaction. The teacher who is practical in representation, recognition, understanding,
intimacy, expectation, respect, care and cooperation towards his or her students not only works at
initiating positive teacher-student relationships, but also increases the likelihood of building
strong relationships that will endure over time (Barry & King, 1993).
Table 11 also presents that respondents have high level in having full authority on the
subject they teach and in maximizing structure and predictability in the classroom with a
computed mean of 4.20. According to a recent study at the University of Salford, a well-designed
classroom can boost student performance by 25 percent. That means that your classroom design
can have a significant impact on your students’ performance. So, it is essential to thoughtfully
and clearly consider all facets of your classroom design. Good knowledge about your subject and
how you deliver it in class alone doesn’t make you a great teacher. Managing classroom behavior
includes managing students behavior in the class, proper usage of lesson time and optimal
MASINLOC, ZAMBALES
26
management of learning resources. All these points are as important as your knowledge in the
subject you teach.
45 (73.77%) of the respondents said that they manage behavior through effective
instructional delivery and according to them their students are frequently and observably engaged
in instruction. The same percentage of respondents said that they use a continuum of strategies to
acknowledge expected behavior by providing specific and immediate contingent
acknowledgement for following classroom expectations; utilizing multiple systems to
acknowledge expected behavior and; addressing behavior that violates classroom rules through
differential reinforcement strategies. According to the Ministry of Education in Guyana, the main
goal of classroom management is to reduce misbehavior in the classroom. Effective classroom
management gives the students little time to misbehave. Because the expectations are clearly
explained, the students know what they need to do. Transitions in particular are easier to control
when a teacher has strong classroom management skills. The expectations for behaviors that are
part of a classroom management plan give students boundaries, as well as consequences.
In sum, teacher-respondents of this study can be considered as effective teachers
considering classroom management. That means that they can help to prevent behavior problems
through improved planning, organizing and managing of classroom activities, better presentation
of instructional material and better teacher-student interaction, aiming at maximizing students’
involvement and cooperation in learning. In short, as effective classroom manager, they pave the
way to engage the students in learning.
Table 11
Level of Teaching Effectiveness of English Teachers Along Classroom Management
MASINLOC, ZAMBALES
27
STATEMENT X DR
I have full authority on the subject I am teaching. 4.20 H 3.4 Socio-
I arrange my room to maximize (teacher to-student) affective
H Skills
proximity and minimize crowding and distraction. 4.20
I actively supervise (move, scan, interact, reinforce). 4.20 H Socio-
My rules are stated as “do’s” instead of “no’s” or “don’ts.” 4.08 AA affective skills are
My classroom rules are aligned with the school-wide those which are
AA non-academic in
expectations. 4.11
I maintain a ratio of 4:1 positive interactions. 4.07 AA nature and involve
I positively interact with every student at least 2-3 times per stimulating learning
AA through
hour on average. 4.07
I use more rewards and lesser punishment in the classroom establishing a level
AA of empathy
for achievement of desired aims. 3.98
After correcting rule violations, I use acknowledgement and between the
AA instructor and
positive reinforcement for rule following. 3.98
student. They
I respond to rule violating behavior in a calm, emotionally
AA include considering
objective and business-like manner. 3.95
factors such as
I manage behavior through effective instructional delivery. 4.21 H emotions and
Students are frequently and observably engaged in attitudes (Oxford,
instruction—(students are “doing” things that can be seen, AA 1990). As was
i.e. communicating, manipulating, creating, reflecting etc.) 4.00 discussed in the
I provide specific and immediate contingent general teacher
AA
acknowledgement for following classroom expectations. 4.02 education and in
I also use multiple systems to acknowledge expected the studies by
behavior (teacher reaction, group contingencies, behavior AA Brosh (1996) and
contracts, or token systems). 4.00 Molica and Nuessel
I use differential reinforcement strategies to address (1997), socio-
AA affective skills are a
behavior that violates classroom rules. 4.03
crucial trait
OVERALL MEAN 4.07 AA defining effective
teacher
characteristics. Indeed, the importance of these skills has been recognized in many areas in
foreign language education such as research in foreign language acquisition theories (Krashen,
MASINLOC, ZAMBALES
28
1985; Long, 1996), motivation (Dőrnyei, 1998), and learning strategies (Oxford, 1990), to name
a few. Thus, even though socio-affective skills overlap with pedagogical knowledge in a broad
sense, these skills are worth being discussed as an independent category rather than discussed
under the category of pedagogical knowledge
In this study, the overall mean of the respondents’ teaching effectiveness level along with
socio-affective skills is 4.08 which is above average. 45 (73.77%) said that they learn, use and
can correctly pronounce student names by the end of week 2; use explicit activities to learn
about students and their cultural backgrounds and; do not discriminate between students and
treat them fairly. While there are 44 (72.13%) respondents who said that they communicate
with students/families before school starts and continue frequent contact; speak to students with
dignity and respect—even when providing correction; care about their students and establish
connections with them; provide specific activities for students to get to know one another and
solve problems collaboratively; help students’ self-confidence in learning English well and;
give attention to each student individually.
There are 43 (70.49%) who responded that they always appreciate student’s opinions and
demands; admit my mistakes, pointed out by students willingly; try their best to solve student’s
problem in the classroom; and are smart, active and cheerful in the class. And there are 42
(68.85%) respondents who said that they know when the class understands, and when we do not
and who have emotional stability.
The data collected shows that the majority of the respondents are concerned with the
learner’s emotional requirements such as confidence and have an above average level in terms
of social-mediating activity and transacting with students.
Table 12
Level of Teaching Effectiveness of English Teachers Along Socio-Affective Skills
STATEMENT X DR
I learn, use and can correctly pronounce student names by
AA
the end of week 2. 4.03
I use explicit activities to learn about students and their
AA
cultural backgrounds. 4.03
I communicate with students/families before school starts
AA
and continue frequent contact. 4.07
I speak to students with dignity and respect—even when
AA
providing correction! 4.05
I know when the class understands, and when we do not. 4.18 AA
MASINLOC, ZAMBALES
29
I care about my students and establish connections with

AA
students. 4.05
I do not discriminate between students and treat them fairly. 4.13 AA
I provide specific activities for students to get to know one
AA
another and solve problems collaboratively. 4.05
I always appreciate student’s opinions and demands. 4.16 AA
I admit my mistakes, pointed out by students willingly. 4.07 AA
I help students’ self-confidence in learning English well. 4.08 AA
I give attention to each student individually. 4.08 AA
I try my best to solve student’s problem in the classroom. 4.07 AA
I have emotional stability. 4.15 AA
I am smart, active and cheerful in the class. 4.13 AA
OVERALL MEAN 4.08 AA
4. Relationship between the Teachers’ English Proficiency and Teaching Effectiveness

A Pearson product-moment correlation coefficient was computed to assess the relationship
between the teachers’ English proficiency and their teaching effectveness. There was a
significant relationship between the teachers’ English proficiency and Teacher Effectiveness
along with Pedagogical Knowledge; Instructional Strategy and ; Classroom Management with a
correlation of r = 0.54, 0.64 and 0.41 respectively. This means that increases in English
proficiency were correlated with increases in level of teaching effectiveness along with
pedagogical knowledge, instructional strategy and classroom management. This finding is
consistent with some research findings such as the study of Nel and Muller (2010) saying that
the knowledge communication channel is obscured and hindered by limited English proficiency
— both on the side of the learner and of the teacher — knowledge transfer cannot be effective.
Further, English proficiency can keep the teacher from fulfilling the pedagogical requirements
of a more communicative approach to language teaching. Some studies (Medges, 1994;
Samimy and Butt-Griffler, 1999; and, Kamhi-Stein, Mahboob, 2005 and Richards 2017)
showed that language proficiency is an important issue for teachers and has an impact on their
profession, and on their identity as knowledgeable professionals.
It is recognized in the literature that ‘language proficiency does affect how well a teacher
can teach a second language’ (Richards, 2015: 113, original emphasis). Teachers with a high
MASINLOC, ZAMBALES
30
level of target language proficiency are believed to be more competent in providing extensive
input for learners, which, as Ellis (2005) states, is a key principle for successful instructed
language learning. Second language acquisition theorists (e.g. Ellis, 2005; Krashen, 1985) have
recommended that learners acquire second language through exposure to comprehensible input,
i.e. input +1, or input that is within their zone of proximal development, to use Vygostky’s
(1978) term. This type of input is defined as the language which is at the students’ next level of
development. In the English as a foreign language (EFL) context, teachers often serve as the
key source of input (Kim and Elder, 2008), and to fulfil this function, teachers need to have an
advanced level of target language proficiency. In addition, less proficient teachers might face
difficulties in distinguishing and correcting learner errors (Farrell and Richards, 2007). Hence,
it can be recommend that language proficiency can contribute to teachers’ teaching skills,
enabling them to ‘manage classroom discourse so that it provides maximum opportunities for
language learning’ (Richards, 2010: 103).
Table 13 illustrates that there is no relationship between teachers’ socio-affective skills and
their English proficiency. Parra (2010), O'Malley and Chamot (1990) showed inconsistent
findings in terms of how teacher’s socio-affective skills is related to their language proficiency.
While Hashim, Alam and Yusoff (2010) found that interacting verbally was negatively related
to their language proficiency, However, extended work is needed to confirm whether interaction
between socio-affective skills and English proficiency.
Table 13
Relationship of English Proficiency as to the Teacher Effectiveness
English Teacher r Decision Interpretation
Proficiency Effectiveness
Pedagogical
knowledge of 0.54 Reject Significant
the teacher
Instructional
strategies for 0.64 Reject Significant
teacher
Classroom
management
0.41 Reject Significant
and student
management
Socio- affective 0.03 Accept Not
MASINLOC, ZAMBALES
31
skills of the
Significant
teacher
5. Implication of the Findings

Effective teachers are committed to students, their learning, and teaching. English teachers
in Zone 2 experience high level of pedagogical knowledge. Further, most of them are in the
process of earning or completing their degree teachers which help them be equipped with
knowledge and skills necessary for the improvement of their teaching effectiveness. School heads
and supporting faculty should sustain their current efforts in teaching with high level of
effectiveness.
Evidently, the teachers also obtained a high level of teaching effectiveness in terms of
applying a range of teaching strategies, varied engagement techniques, variety of instructional
approaches and learning materials, as indicated by the computed mean of 4.23. This implies that
the teachers are effective in employing instructional strategies in their classes to adjust to
different classroom situations.
Generally, the teachers obtained a high level of teaching effectiveness along with
instructional strategy as reflected by the overall mean rating of 4.17. This implies that teachers
are encouraged to make more efforts in using the most effective strategies to accelerate student
learning and maximize instructional time.
Effective classroom management is correlated with higher student achievement. The
teachers regard themselves as effective in their ability to establish clear and effective routines and
procedures. Despite their high rating of success in classroom management, there are still few or
about 13% who struggle with classroom management. This suggests that teachers should develop
comprehensive and well-articulated rules and behavior, transitions and interruptions and how to
actively supervise the class.
The study shows that majority of the teachers have an above average level in terms of
socio-affective skills or social-mediating activity and transacting with students. This implies that
teachers help learners regulate their emotions and attitudes towards learning the language and
learn to interact with others successfully. It is recommended that teachers should have
professional development opportunities to understand and implement selected socio-affective
strategy related to teaching, most especially teaching of students with low English proficiency.
Evidence suggests that there was a significant relationship between the teachers’ English
proficiency and Teacher Effectiveness along with Pedagogical Knowledge; Instructional Strategy
and ; Classroom Management. While Teacher Effectiveness along with Socio-Affective skills has
MASINLOC, ZAMBALES
32
a negative correlation with English proficiency. It can be concluded that once teachers have
improved the level of their English proficiency, they will be able to teach effectively. Thus, it is
recommended that the school system identify a professional development plan which will
improve teachers’ English proficiency and their level of teaching effectiveness.
CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
The following are the results and salient findings of the study.
1. Profile of the Respondents
1.1 Age
It is evident from Table 2 that the average respondents are about 34 years of age. The
highest number of respondents occupies the age bracket of 26-30, which is 15 (24.59 %),
followed closely by the age bracket of 20 – 25 . which is 14 (22.95%). There are 12 (19.67%)
who occupy the age bracket of 31 – 35; 4 (6.56%) for 36 – 40 years old; 5 (8.20%) are aged 41
– 45; another 5 (8.20 %) for 46 – 50; 4(6.56%) attained 51 – 55 years of their age and; another 4
(6.56%) are above 56 years old.
1.2 Gender
Majority or 73.77 percent of the respondents are female while minority or 26.23 percent
of the respondents are male.
1.3 Civil Status
MASINLOC, ZAMBALES
33
The data collected shows that a large number of the respondents which is 39 (63.93 %) were
married and the remaining 21 (34.43 %) were unmarried, where as only 1 (1.64 %) of the
respondents was found to be separated or annulled.
1.4 Educational Attainment
Respondents had varied qualifications ranging from a bachelor’s degree to a doctoral
degree. Almost half of the English teachers (45.90 %) were still in the process of earning or
completing their degree in Master of Arts in Education (MAED) and Master of Arts in
Language Teaching (MALT) and 6.56 percent have completed their MAED and MALT degree.
27.87 percent of the respondents have undergraduate degree in education while 11. 48 percent
obtain bachelor’s degree and continuing professional education units. Only 4.92 percent of the
respondents had units in their degree in Doctor of Education (Ed.D.) or Doctor of Philosophy
(Ph.D.) and only 3. 38 percent had obtained Ed.D. or Ph.D. degree.
1.5 Teaching Position

In terms of teaching position, Teacher II got the highest frequency of 31 with a percentage
of 50.82 while Teacher I has the frequency of 27 and a percentage of 44.26 percent. Only 3
(4.92 %) are Master Teacher II.
1.6 Length of Service
The length of service of the respondents was estimated to range from a low of 1-3 years to a
high of more than 16 years. Of 61 respondents, 28 (45.90%) had only been with the teaching
profession for a maximum of three years, with a frequency of 28 and a percentage 45.90. There
are 15 (24.59%) who have four to six years of teaching experience. However, there are 8 (13.11
%) who have seven to fifteen year tenure as educator and there are 10 (16.39%) who had
already gain more than sixteen years of teaching experience.
2. Level of English Proficiency of English Teachers
The result of the English proficiency test of the teachers was taken from Registry of
Qualified Applicant in the Division of Zambales and later tabulated and analyzed to get the
level of English proficiency of the teachers. As shown in Table 8, more than half (60.66%) of
the total number of teachers got very satisfactory rating in the English proficiency test; 13
(21.31%) have satisfactory; 10 (16.39 %) have excellent rating; and only one (1.64%) of them
have fair level of English proficiency. This shows that the employed English teachers of public
Junior High Schools in Zone 2, Division of Zambales possess a high level of proficiency in the
MASINLOC, ZAMBALES
34
language. The result indicates that though the percentage of the teachers with excellent and
very satisfactory level of English proficiency is high, there are still some teachers who got
satisfactory and fair score only. The present study found out that there is a need to improve the
English proficiency of the teachers.
3. Level of Teaching Effectiveness of English Teachers
3.1Pedagogical Knowledge
In this study the pedagogical knowledge is essential in determining teaching effectiveness
of the teacher. It suggests that respondents have high level of effectiveness along pedagogical
knowledge with a mean of 4.21. Specifically in terms of determining instructional objectives,
selecting suitable learning experience and instructional objectives and selecting learning
material relevant to learning experience and instructional objective, the teachers are high as
indicated by the computed means of 4.30, 4.26, and 4.28 respectively.
The collected data also illustrates that teachers have adequate language knowledge
particularly in linguistics, discourse, sociolinguistics, and strategy with a mean of 4.25. The
respondents are also knowledgeable about theories, principles of instructional design as well as
in developing and arranging complete instructional design for either in class, field or laboratory
which is revealed through its mean of 4.20.
The respondents also have high level of knowledge about principles of assessment and
evaluation, in determining aspects of instructional process and learning outcome to be assessed
and evaluated and developing instrument to assess and evaluate instructional process and
learning outcome with computed mean of 4.20, 4.20 and 4.21 respectively. While in terms of
administering continuous assessment of instructional process and learning outcome and using
information of assessment and evaluation result to design remedial and enrichment program, the
teacher respondents have above average level. They also have above average level in applying
knowledge of content within and across curriculum teaching areas.
3.2 Instructional Strategies
The present study shows that respondents have above average level of teaching
effectiveness along instructional strategy with a mean of 4.17. It is evident that respondents
have high level in terms of applying a range of teaching strategies, varied engagement
techniques, multiple engagement opportunities during teacher directed instruction and a variety
of instructional approaches and learning materials with a mean of 4.23. Of 61 respondents, 55
MASINLOC, ZAMBALES
35
(90 .16%) said that they are prepared for lessons and activities such as materials read, fluent
presentation, clear directions, anchor activities
More than one-half or 39 (63.93%) of the respondents agreed that they use a step-by-
step strategy instruction and 35 (57.38%) said that they teach using modelling, guided practice
and independent practice. Also, majority of the respondents have high level of giving students
opportunities to showcase their skills, ideas and existing knowledge on a particular subject by
displaying and transfer these from one situation to another; by making meaningful
connections between skills and ideas, and real-life situations and training them to be
independent as they show what they know. While the mean in encouraging the students to self-
monitor and self-correct is above average (4.15).
The data also demonstrates that the level of the respondents in terms of: providing
access to technology and using it to encourage higher-level thinking; communicating high
expectations to all students; apply tools for reflecting on and assessing own learning; delivering
with clarity and complexity and; having sufficient spoken and oral, receptive and productive
communicative competence, is above average with a computed mean of 4.16, 4.11, 4.11, 4.11
and 4.10 respectively.
3.3 Classroom Management
Evidently, respondents have above average level of teaching effectiveness along with
classroom management with an overall mean of 4.07. Specifically, in terms of maximizing
positive interactions with students. Almost 75% of the respondents said that they establish, teach,
and positively stated classroom expectations by setting rules that are stated as “do’s” and are
aligned with the school-wide expectations and; they respond to rule violating behavior in a calm,
emotionally objective and business-like manner.
Majority of the respondents also have above average level in maximizing positive
interactions, particularly in maintaining a ratio of 4:1 positive interaction; positively interacting
with every student at least 2-3 times per hour on average; using more rewards and lesser
punishment in the classroom for achievement of desired aims and; acknowledgement and positive
reinforcement is use in correcting rule violations with a computed mean of 4.07, 4.07, 3.98 and
3.98 respectively.
The present study displays that respondents accept that teaching is a people profession
that demands a large amount of time being dedicated to personal interaction. The collected data
presents that respondents have high level in having full authority on the subject they teach and in
maximizing structure and predictability in the classroom with a computed mean of 4.20. 45
(73.77%) of the respondents said that they manage behavior through effective instructional
MASINLOC, ZAMBALES
36
delivery and according to them their students are frequently and observably engaged in
instruction. The same percentage of respondents said that they use a continuum of strategies to
acknowledge expected behavior by providing specific and immediate contingent
acknowledgement for following classroom expectations; utilizing multiple systems to
acknowledge expected behavior and; addressing behavior that violates classroom rules through
differential reinforcement strategies.
3.4 Socio-affective Skills
Socio-affective skills are those which are non-academic in nature and involve stimulating
learning through establishing a level of empathy between the instructor and student. In this
study, the overall mean of the respondents’ teaching effectiveness level along with socio-
affective skills is 4.08 which is above average. 45 (73.77%) said that they learn, use and can
correctly pronounce student names by the end of week 2; use explicit activities to learn about
students and their cultural backgrounds and; do not discriminate between students and treat
them fairly. While there are 44 (72.13%) respondents who said that they communicate with
students/families before school starts and continue frequent contact; speak to students with
dignity and respect—even when providing correction; care about their students and establish
connections with them; provide specific activities for students to get to know one another and
solve problems collaboratively; help students’ self-confidence in learning English well and;
give attention to each student individually.
There are 43 (70.49%) who responded that they always appreciate student’s opinions and
demands; admit my mistakes, pointed out by students willingly; try their best to solve student’s
problem in the classroom; and are smart, active and cheerful in the class. And there are 42
(68.85%) respondents who said that they know when the class understands, and when we do not
and who have emotional stability.
The data collected shows that the majority of the respondents are concerned with the
learner’s emotional requirements such as confidence and have an above average level in terms
of social-mediating activity and transacting with students.
4 Relationship between the Teachers’ English Proficiency and Teaching Effectiveness
A Pearson product-moment correlation coefficient was computed to assess the relationship
between the teachers’ English proficiency and their teaching effectveness. There was a
significant relationship between the teachers’ English proficiency and Teacher Effectiveness
along with Pedagogical Knowledge; Instructional Strategy and ; Classroom Management with a
correlation of r = 0.54, 0.64 and 0.41 respectively. This means that increases in English
proficiency were correlated with increases in level of teaching effectiveness along with
MASINLOC, ZAMBALES
37
pedagogical knowledge, instructional strategy and classroom management. This finding is

consistent with some research findings such as the study of Nel and Muller (2010) saying that
the knowledge communication channel is obscured and hindered by limited English proficiency
— both on the side of the learner and of the teacher — knowledge transfer cannot be effective.
Further, English proficiency can keep the teacher from fulfilling the pedagogical requirements
of a more communicative approach to language teaching. Some studies (Medges, 1994;
Samimy and Butt-Griffler, 1999; and, Kamhi-Stein, Mahboob, 2005 and Richards 2017)
showed that language proficiency is an important issue for teachers and has an impact on their
profession, and on their identity as knowledgeable professionals.
Table 13 illustrates that there is no relationship between teachers’ socio-affective skills and
their English proficiency.
5. Implication of the Findings
Effective teachers are committed to students, their learning, and teaching. English teachers
in Zone 2 experience high level of pedagogical knowledge. Further, most of them are in the
process of earning or completing their degree teachers which help them be equipped with
knowledge and skills necessary for the improvement of their teaching effectiveness. School heads
and supporting faculty should sustain their current efforts in teaching with high level of
effectiveness.
Evidently, the teachers also obtained a high level of teaching effectiveness in terms of
applying a range of teaching strategies, varied engagement techniques, variety of instructional
approaches and learning materials, as indicated by the computed mean of 4.23. This implies that
the teachers are effective in employing instructional strategies in their classes to adjust to
different classroom situations.
Generally, the teachers obtained a high level of teaching effectiveness along with
instructional strategy as reflected by the overall mean rating of 4.17. This implies that teachers
are encouraged to make more efforts in using the most effective strategies to accelerate student
learning and maximize instructional time.
Effective classroom management is correlated with higher student achievement. The
teachers regard themselves as effective in their ability to establish clear and effective routines and
procedures. Despite their high rating of success in classroom management, there are still few or
about 13% who struggle with classroom management. This suggests that teachers should develop
comprehensive and well-articulated rules and behavior, transitions and interruptions and how to
actively supervise the class.
MASINLOC, ZAMBALES
38
The study shows that majority of the teachers have an above average level in terms of
socio-affective skills or social-mediating activity and transacting with students. This implies that
teachers help learners regulate their emotions and attitudes towards learning the language and
learn to interact with others successfully. It is recommended that teachers should have
professional development opportunities to understand and implement selected socio-affective
strategy related to teaching, most especially teaching of students with low English proficiency.
Evidence suggests that there was a significant relationship between the teachers’ English
proficiency and Teacher Effectiveness along with Pedagogical Knowledge; Instructional Strategy
and ; Classroom
Management. While Teacher Effectiveness along with Socio-Affective skills has a negative
correlation with English proficiency. It can be concluded that once teachers have improved the
level of their English proficiency, they will be able to teach effectively. Thus, it is recommended
that the school system identify a professional development plan which will improve teachers’
English proficiency and their level of teaching effectiveness.
Table 14
Professional Development Plan for English Teachers
Goals 1. to access to new research and knowledge in the teaching of literacy,

language development and an integrated curriculum
2. to have an appropriate, up to date qualifications in both the content area of

the subject and in teaching methodology;
3. to share expertise with other experienced teachers and educators leading to

reflection on practice
4. to have opportunities for discipline renewal for teachers whose teacher

education took place some years ago
Types of Significa Expected Resources Potential Solutions

Professional nce of Outcome and Barriers
Development the Support
Activitie
s
1. 2. Seminars, Teachers The teacher MOOE and -Resources -By solicitaion to

trainings or will be and students funds from -Time and LGUs
workshop updated will be more other availability -By advance
and aware, alert stakeholder of notifications through
equipped and open-
MASINLOC, ZAMBALES
39
in minded in the s participants social media

knowled changes or -Less school -Sharing the possible
ge, skills, development support in good results with
attitudes of education attending them and the benefits
and in equipping seminar upon attending such
values students as training and seminar.
crucial in 21st century
helping learner.
to
enhance
compete
ncy in
mastery
of the
subject
matter.
3. 4. Invite guest Teachers Teacher will MOOE and -School -Sharing possible
speakers and will be enhance their funds from support in good results with
experts in more skills and other attending them and the benefits
facilitating familiar self-esteem in stakeholder seminar upon attending such
seminar or from the Language s -Time and training and
training latest teaching. availability seminars.
methods of speakers
and and
strategies participants
and
terminol
ogies in
teaching
the
sucject.
5. 6. Self- The Increase -English Availability -Borrowing from

development teachers understanding Books and of reading other institutions
and self- will be of subject Modules materials
sudying like knowled matter -Internet
readings and geable -Funds for
researching in enough internet
literacy, and
language benefited
development based on
and an their
integrated enthusias
curriculum m in
Languag
e
MASINLOC, ZAMBALES
40
teaching
7. 8. Join online Gain Increase Funds for Internet Solicit to raise funds
studies on more competencies Internet access
Language content in mastery of
Teaching knowled the content
ge and and skills in
skills teaching
English
Conclusions
The results from this study indicate positive relationships among, English proficiency,
and their teaching effectiveness along with pedagogical knowledge, instructional strategy and
classroom management. The more proficient the teachers the higher sense of their teaching
effectiveness. Evidence in this study about the relationship among the variables highlights the
importance of enhancing English proficiency and developing teaching effectiveness among
English teachers in the secondary schools. The results of this study prove the importance of
language proficiency as the foundation of teachers’ ability to teach. These findings suggest that
English proficiency enhancement and teaching effectiveness development should be considered
as means to address issues and problems in language teaching.
Recommendations
Based on the viable findings of this research work, the following recommendations are
made:
Schools must provide a more in-depth training, focusing on enhancing the English
proficiency level of the teachers as well as the level of their pedagogical knowledge, use
instructional strategy, classroom management and socio-affective skills, since it is proven that
they greatly affect their teaching effectiveness.
The criteria for hiring for teacher should be revisited and the level of teaching
effectiveness should be considered.
The criteria for promotion and appointment of a English teacher must include
examination for English Proficiency and Teaching Effectiveness. Since promotion indicates
professional growth and development, one must be promoted if there is a growth in terms of
these two variables.
Furthermore, it is recommended that a body or independent committee be created to draft
a standardized promotional assessment of teachers’ English Proficiency and Teaching
Effectiveness.
MASINLOC, ZAMBALES
41
Finally, school leaders should consistently look both at the English proficiency and
teaching effectiveness of their teachers, to ensure that learners receive the optimal instruction to
facilitate their English language and literacy development as well as their academic success.
BIBLIOGRAPHY
MASINLOC, ZAMBALES
42
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Alberta Learning. (2002). Health and Life Skills Guide to Implementation (K–9). Instructional
Strategies. Alberta, Canada
Al-Issa, A. (2005). The implications of the teacher educator’s ideological role to the ELT system
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Al-Issa, A., & Al-Bulushi, A. (2010). Training English language student teachers to become
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Chen, Y. (2017, October 13). The Application of Effective Teaching Theory in Higher
Education. EURASIA Journal of Mathematics, Science and Technology Education.
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Coskun, A., & Daloglu, A. (2010). Evaluating an English language teacher education program
through Peacock’s model. Australian Journal of Teacher Education, 35, 24–42.
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Darwish, S. (2006). An investigation of teachers’ perceptions of the English language

curriculum in Kuwaiti elementary schools (PhD dissertation). University of Denver,
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English Proficiency in the Philippines. (2011, July 29) Retrieved from

http://www.tesdacoursesoffered.com/english-proficiency-in-the-philippines/
Jones, J., & Jones, K. (2013). Teaching reflective practice: Implementation in the teacher-
education setting. The Teacher Educator, 48, 73–85. doi:10.1080/08878730.2012
Kömür, Ş. (2010, September). Teaching knowledge and teacher competencies: A case study of
Turkish preservice English teachers. doi: 10.1080/10476210.2010.498579
Muthanna, A. (2011). Exploring the beliefs of teacher educators, students, and administrators:
A case study of the English language teacher education program in Yemen Middle East
Technical University, Ankara. Retrieved from
https://etd.lib.metu.edu.tr/upload/12612859/index.pdf
Ochieng’ Ong’ondo, C., & Borg, S. (2011). ‘We teach plastic lessons to please them’: The
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Development, 18, 482–494. doi:10.1080/13664530.2014.953253
Richards, J. (2017, February 9) Teaching English through English: Proficiency, Pedagogy and
Performance. doi:10.1177/0033688217690059
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Shishavan H., & Sadeghi. (2004, December). Characteristics of an Effective Language Teacher
as Perceived by Iranian Teachers and Learners of English. Vol. 2 No. 4. doi:
https://doi.org/10.12973/ejmste/80781
Tol, C. V. The effects and implications of implementing oral presentations in an Omani ICLHE
classroom. Asian EFL Journal Quarterly, 18, 113–155.
Varlas, L. (2009, September). Highly Effective Teachers: Defining, Rewarding, Supporting, and
Expanding Their Roles", a research, Association for Supervision and Curriculum
Development. Retrived from http://www.ascd.org/publications/newsletters/policy-
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Supporting,-and-Expanding-Their-Roles.aspx
Washburn S. (2010, May). Center on Education and Lifelong Learning. Classroom Management
Self Assessment Tool. Indiana University.
MASINLOC, ZAMBALES
45
APPENDICES
APPENDIX A
Letter of Permission
ROMEO M. ALIP, Ed.D. CESO V

Schools Division Superintendent
Division Office, Department of Education
Zambales
Dear Dr. Alip:

May I have the honor to request permission to conduct my study entitled “ENGLISH
PROFICIENCY AS A CORRELATE OF EFFECTIVE TEACHING”. This is in partial
MASINLOC, ZAMBALES
46
fulfillment of the course requirements in Master of Arts in Education Major in Language

Teaching at Columban College Graduate School, Olongapo City.
The undersigned will utilize a questionnaire, as the instrument in collecting essential data for
the study.
If approval is granted, teacher participants will answer a survey-questionnaire in a classroom or
other quiet setting on the school site.
The English Teachers of Zone 2 are the respondents of the study. All responses will be treated
with utmost confidentiality.
Your approval to conduct this study will be greatly appreciated. I would be happy to answer any
questions or concerns that you may have. You may contact me at my mobile number:
09260182737.
Thank you very much.
Respectfully yours,
JAZMINE E. HIDALGO
Researcher
Noted by:
DAVID C. BUENO, MS, MPM, MBA, Ed, D, DBAc
Dean of Columban College Graduate School
APPENDIX B
Survey-Questionnaire
Name: (Optional)__________________________________ School:
(Optional)_________________________________
District: _________________
I. PROFILE OF THE RESPONDENT

Please provide the necessary information by checking the appropriate answer that corresponds to your personal
data.
1. Age: ___a. 20-25 years old ___e. 41-45 years old
___b. 26-30 years old ___f. 46-50 years old
___c. 31-35 years old ___g. 51-55 years old
___d. 36-40 years old ___h.56 and above
2. Sex:
___ a. Male ___ b. Female
MASINLOC, ZAMBALES
47
3. Civil Status:
__a. single __b. married __c. widow/widower __d. separated/annulled
4. Academic Rank
___a. Teacher I
___b. Teacher II ___e. Master Teacher II
___c. Teacher III ___f. others, please specify _____________
___d. Master Teacher I
5. Specialization/Major
___a. English ___e. Filipino
___b. Mathematics ___f. TLE/ICT
___c. Science ___g. Values Education
___d. Social Studies ___h. MAPEH
6. Years in the Teaching Service

___a. 1-3 years ___d. 10-12 years
___b. 4-6 years ___e. 13-15 years
___c. 7-9 years ___f. 16 years and above
7. Highest Educational Attainment

___a. BSE/BSED ___e. with Ed. D/ Ph. D units
___b. BS with CPE units ___f. Ed.D/ Ph.D graduate
___c. with MAED/MALT units ___g. Others ( please specify)
___d. MAED/MALT graduate
8. English Proficiency Test (English Communication Skills) Score

___a. 13 -15
___b. 10-12
___c. 7 - 9
___d. 4 -6
___e. 1 – 3
II. QUESTIONNAIRE ON TEACHER EFFECTIVENESS
Please indicate your level of agreement or disagreement with each of these statements regarding Teaching
Effectiveness. Please place a check (√) on the box of your answer.
1. Strongly Disagree 2. Disagree 3. Undecided 4. Agree 5. Strongly Agree

MASINLOC, ZAMBALES
48
A. PEDAGOGICAL KNOWLEDGE OF THE TEACHER 1 2 3 4 5

1. I understand principles of curriculum development.
2. I determine instructional objectives.
3. I select suitable learning experience and instructional
objective.
4. I select learning material relevant to learning experience and
instructional objective.
5. I have adequate language knowledge (linguistics, discourse,
sociolinguistics, and strategy).
6. I understand various instructional learning theories.
7. I understand principles of instructional design.
8. I develop components of instructional design.
9. I arrange complete instructional design for either in class,
laboratory, or field.
10. I understand principles of assessment and evaluation of
instructional process and learning outcomes.
11. I determine aspects of instructional process and learning
outcome to be assessed and evaluated.
12. I develop instrument to assess and evaluate instructional
process and learning outcome.
13. I administer continuous assessment of instructional process
and learning outcome.
14. I use information of assessment and evaluation result to
design remedial and enrichment program.
15. I apply knowledge of content within and across curriculum
teaching areas.
B. INSTRUCTIONAL STRATEGIES OF THE TEACHER 1 2 3 4 5

1. I apply a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking
skills.
2. I use varied engagement techniques and offer multiple
engagement opportunities during teacher directed
instruction
3. I provide a variety of instructional approaches and learning
materials.
4. I am prepared for lessons/activities (materials readied,
fluent presentation, clear directions, anchor activities).
5. I use a step-by-step strategy instruction.
MASINLOC, ZAMBALES
49
6. I make use of appropriate support that includes modelling,

guided practice and independent practice.
7. I provide opportunities to transfer skills and ideas from one
situation to another.
8. I make meaningful connections between skills and ideas,
and real-life situations.
9. I give students opportunities to be independent and show
what they know.
10. I encourage my students to self-monitor and self-correct.
11. I provide access to technology and use it to encourage
higher-level thinking.
12. I communicate high expectations to all students.
13. I apply tools for reflecting on and assessing own learning.
14. I deliver with clarity and complexity: Provide clear directions
and focus on conceptualization of knowledge rather than
isolated facts.
15. I have sufficient spoken and oral, receptive and productive
communicative competence.
C. CLASSROOM MANAGEMENT 1 2 3 4 5
Making use of information and
communication technology in learning
process
1. I have full authority on the subject I am teaching.
process
2. I arrange my room to maximize (teacher to-student)
proximity and minimize crowding and distraction.
process
3. I actively supervise (move, scan, interact, reinforce).
process
4. My rules are stated as “do’s” instead of “no’s” or “don’ts.”
process
5. My classroom rules are aligned with the school-wide
expectations.
MASINLOC, ZAMBALES
50

process
6. I maintain a ratio of 4:1 positive interactions.
process
7. After correcting rule violations, I use acknowledgement and
positive reinforcement for rule following
process
8. I positively interact with every student at least 2-3 times per
hour on average.
process
9. I use more rewards and lesser punishment in the classroom
for achievement of desired aims.
process
10. After correcting rule violations, I use acknowledgement and
positive reinforcement for rule following.
process
11. Students are frequently and observably engaged in
instruction—(students are “doing” things that can be seen,
i.e. communicating, manipulating, creating, reflecting etc.)
process
12. I also use multiple systems to acknowledge expected
behavior (teacher reaction, group contingencies, behavior
contracts, or token systems).
process
13. I use differential reinforcement strategies to address
behavior that violates classroom rules.
MASINLOC, ZAMBALES
51

process
14. I use the least restrictive procedure to discourage rule
violating behavior (non-verbal, proximity, anonymous
corrections, re-teaching, etc.) and proceed to more
restrictive procedures.
process
15. I respond to rule violating behavior in a calm, emotionally
objective and business-like manner.
D. SOCIO-AFFECTIVE SKILLS OF THE TEACHER 1 2 3 4 5
1. I learn, use and can correctly pronounce student names by
the end of week 2.
2. I use explicit activities to learn about students and their
cultural backgrounds.
3. I communicate with students/families before school starts
and continue frequent contact.
4. I speak to students with dignity and respect—even when
providing correction!
5. I know when the class understands, and when we do not.
6. I care about my students and establish connections with
students.
7. I do not discriminate between students and treat them
fairly.
8. I provide specific activities for students to get to know one
another and solve problems collaboratively.
9. I always appreciate student’s opinions and demands.
10. I admit my mistakes, pointed out by students willingly.
11. I help students’ self-confidence in learning English well.
12. I give attention to each student individually.
13. I try my best to solve student’s problem in the classroom.
14. I have emotional stability.
15. I am smart, active and cheerful in the class.
MASINLOC, ZAMBALES
52
CURRICULUM VITAE
JAZMINE E. HIDALGO
233 San Andres St., South Poblacion, Masinloc, Zambales
Cell: 09260182737
email: jazminehidalgo08@yahoo.com
EDUCATION
M.A., Language Teaching, Columban College Inc, 2019
Thesis: “English Proficiency as a Correlate of Effective Teaching”
Thesis Advisor: Dave C. Bueno, Ed, D, DBAc
B.S.E.D. English, Columban College- Sta.Cruz, 2014

Graduated Cum Laude
HONORS AND AWARDS

Dean’s List, Columban College, 2013-2014
TEACHING EXPERIENCE
Classroom Teacher, San Andres School of Masinloc, 2014-2017

 English 8 (Afro-Asian Literature)
 English 9 (Anglo-American Literature
 English 10 (World Literature)
MASINLOC, ZAMBALES
53
 Oral Communication in Context

 21st Century Literature from the Philippines and the World
Teacher II, Locloc National High School, 2018-present
 Practical Research 1 and 2

 English for Academic and Professional Purposes
 Reading and Writing Skills
 Health Optimizing Physical Education
COMPUTER SKILLS
Microsoft Office, Power Point Presentation & Excel; Word Press, Social Media
TRAININGS AND SEMINARS ATTENDED
National Workshop on Action Research

Center for Human Resource and Development Foundation
Ateneo de Manila University
November 23-25, 2019
National Seminar on 21st Century Teaching and Learning

Center for Human Resource and Development Foundation
Baguio City
August 16-18, 2019
Philippine Conference on New Evangelization

University of Santo Tomas
Sampaloc, Manila
July 15 – 17, 2016
MASINLOC, ZAMBALES
54
Parenting in the Classroom

Asian Psychological Services & Assessment Inc.
Masinloc, Zambales
May 30, 2016
INSET for Junior High School Teachers in Private School

Private Education Assistance Committee
San Fernando, Pampanga
May 12 – 15, 2016
Broadcasting Essentials
I SPEAK ENGLISH CLUB
Olongapo City
March 13, 2016
Handling Employees Discipline
Rex Crown Publication House Inc.
San Fernando, Pampanga
February 13, 2016
Training for Senior High School Teachers in Private School

Clark, Pampanga
October 26 – 28, 2015
Classroom Management
Asian Psychological Services & Assessment Inc.
Masinloc, Zambales
August 15, 2015
INSET for Grade 10 Teachers in Private School

MASINLOC, ZAMBALES
55

Clark, Pampanga
May 11- 13, 2015
INSET for Grade 9 Teachers in Private School

Clark, Pampanga
May 12 - 14, 2014
CHARACTER REFERENCES
Rev. Fr. Joel T. Huerto

Director, San Andres School of Masinloc Inc.
Masinloc, Zambales
09053436551
Mrs. Marilou M. Elaugos

Principal, San Andres School of Masinloc Inc.
Masinloc, Zambales
09328903765

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TALTAL NATIONAL HIGH SCHOOL

Statement of the Problem

Specifically, it sought to answer the following questions:

2) What is the level of English proficiency of Zone 2 Secondary English teachers?

4) Is there a significant relationship between the teachers’ English proficiency and

There is no significant correlation between teachers’ Englishproficiency and teaching

Scope and Delimitation

Significance of the Study

INPUT PROCESS OUTPUT

Figure 1. Paradigm of the Research Process

English Proficiency and Effective Teaching

Many scholars concerned with education consider teacher effectiveness as a subject of

This chapter provides a presentation and description of the research methodology,

Research Method/ Design

Respondents of the Study

Figure1. Map Showing the Location of the Research Locale

Data Gathering Procedure

1. Profile of the Respondents

1.3 Civil Status

1.4 Educational Attainment

1.5 Teaching Position

1.6 Length of Service

2. Level of English Proficiency of English Teachers

Range of Score Level f %

3. Level of Teaching Effectiveness of English Teachers

I have adequate language knowledge (linguistics,

3.2 Instructional Strategies

3.3 Classroom Management

I care about my students and establish connections with

4. Relationship between the Teachers’ English Proficiency and Teaching Effectiveness

5. Implication of the Findings

1.5 Teaching Position

2. Level of English Proficiency of English Teachers

3.2 Instructional Strategies

pedagogical knowledge, instructional strategy and classroom management. This finding is

Goals 1. to access to new research and knowledge in the teaching of literacy,

2. to have an appropriate, up to date qualifications in both the content area of

3. to share expertise with other experienced teachers and educators leading to

4. to have opportunities for discipline renewal for teachers whose teacher

Types of Significa Expected Resources Potential Solutions

1. 2. Seminars, Teachers The teacher MOOE and -Resources -By solicitaion to

in minded in the s participants social media

5. 6. Self- The Increase -English Availability -Borrowing from

Darwish, S. (2006). An investigation of teachers’ perceptions of the English language

English Proficiency in the Philippines. (2011, July 29) Retrieved from

Oder, T. (2014). English language teachers’ perceptions of professional teaching. Teacher

ROMEO M. ALIP, Ed.D. CESO V

Dear Dr. Alip:

fulfillment of the course requirements in Master of Arts in Education Major in Language

I. PROFILE OF THE RESPONDENT

6. Years in the Teaching Service

7. Highest Educational Attainment

8. English Proficiency Test (English Communication Skills) Score

II. QUESTIONNAIRE ON TEACHER EFFECTIVENESS

1. Strongly Disagree 2. Disagree 3. Undecided 4. Agree 5. Strongly Agree

A. PEDAGOGICAL KNOWLEDGE OF THE TEACHER 1 2 3 4 5

B. INSTRUCTIONAL STRATEGIES OF THE TEACHER 1 2 3 4 5

6. I make use of appropriate support that includes modelling,

Making use of information and